Your Name: Emily Abena Antwih School: Tapp Middle School Lesson Title: You Could Get With this, Or You Could Get With That. . Annotation: In this lesson, I would like to help students see the relevance of skills acquired when they study comparison contrast writing to their lives. This is the first essay addressed in the unit on expository writing. I would like to use the jig-saw learning strategy to take what maybe a long article and chunk it into manageable parts.
Primary Learning Outcome: Students will be able to understand how comparing and contrasting traits leads to evidence based conclusions. Students will understand the components of a point by point comparison contrast essay. Students will be able to complete a Venn diagram.
Additional Learning Outcome (optional): Add any outcomes that will occur during the lesson but are not considered to be integral to the lesson. They can be listed as statements or critical questions. Essential Question(s): Is knowledge/information truly power?
Daily Question: What purpose doe information serve in decision making? Assumptions of Prior Knowledge:
Assume that all students are familiar with cell phones and general technology related to them. Student know and understand what a comparison contrast essay is. Assessed GPS/CCS: Common Core Standards RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept
Assessed Georgia Performance Standards ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast). explanation of a variety of literary and informational texts. e. Uses information from a variety of consumer, workplace, and public documents Assessed NCTE Standards ?????
Materials: Students will need a
pen,
I phone vs. EVO note sheet
An article comparing and contrasting the I phone and the Samsung EVO.
Total Duration: This activity will take 30 min.
Technology Connection (optional): No technology used for this activity Procedures: Review (5min) Review key terminology associated with expository writing Thesis statement, elaboration, audience, conclusion statement Review thesis statement, similarities and differences and conclusion statement discussed in previous days sample comparison contrast essay. Guided Practice (15 min) Students will be divided into groups of 2-3. Each group will be given 8 envelopes that compare and contrast traits of the iphone and the EVO. In their groups students are to identify which paragraphs identify similarities and which discuss differences. Students are to write down statements or phrases from the article supporting their claims. Wrap up (5 min) Students will complete an exit ticket that asks them to properly label the thesis, conclusion statement, supporting details of a comparison contrast paragraph.
Assessment: Students will complete and exit ticket.
Extension: Students can come up with 2 more categories to compare and contrast the iphone to the EVO. This could include categories like popularity or accessories. Students could use the internet to research these topics and construct a comparison contrast paragraph with the information.
Inclusion/Diversity: This activity could be modified with the use of technology. A student could listen to the article instead of reading it. A student could have 3-5 paragraphs to analyze instead of 8.
School: Tapp Middle School
Lesson Title: You Could Get With this, Or You Could Get With That.
.
Annotation: In this lesson, I would like to help students see the relevance of skills acquired when they study comparison contrast writing to their lives. This is the first essay addressed in the unit on expository writing. I would like to use the jig-saw learning strategy to take what maybe a long article and chunk it into manageable parts.
Primary Learning Outcome:
Students will be able to understand how comparing and contrasting traits leads to evidence based conclusions.
Students will understand the components of a point by point comparison contrast essay.
Students will be able to complete a Venn diagram.
Additional Learning Outcome (optional):
Add any outcomes that will occur during the lesson but are not considered to be integral to the lesson. They can be listed as statements or critical questions.
Essential Question(s):
Is knowledge/information truly power?
Daily Question:
What purpose doe information serve in decision making?
Assumptions of Prior Knowledge:
Assume that all students are familiar with cell phones and general technology related to them.
Student know and understand what a comparison contrast essay is.
Assessed GPS/CCS:
Common Core Standards
RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept
Assessed Georgia Performance Standards
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic
organizers, logical order, cause and effect relationships, comparison and contrast). explanation of a variety of literary and informational texts.
e. Uses information from a variety of consumer, workplace, and public documents
Assessed NCTE Standards
?????
Materials:
Students will need a
Total Duration: This activity will take 30 min.
Technology Connection (optional):
No technology used for this activity
Procedures:
Review (5min) Review key terminology associated with expository writing
Thesis statement, elaboration, audience, conclusion statement
Review thesis statement, similarities and differences and conclusion statement discussed in previous days sample comparison contrast essay.
Guided Practice (15 min)
Students will be divided into groups of 2-3. Each group will be given 8 envelopes that compare and contrast traits of the iphone and the EVO. In their groups students are to identify which paragraphs identify similarities and which discuss differences. Students are to write down statements or phrases from the article supporting their claims.
Wrap up (5 min)
Students will complete an exit ticket that asks them to properly label the thesis, conclusion statement, supporting details of a comparison contrast paragraph.
Assessment:
Students will complete and exit ticket.
Extension:
Students can come up with 2 more categories to compare and contrast the iphone to the EVO. This could include categories like popularity or accessories. Students could use the internet to research these topics and construct a comparison contrast paragraph with the information.
Inclusion/Diversity:
This activity could be modified with the use of technology. A student could listen to the article instead of reading it.
A student could have 3-5 paragraphs to analyze instead of 8.
Remediation:
The article could be read to students and an instructor could do this project as a guided practice activity.
Works Cited and Consulted:
8th Grade Expository Writing Unit
Prentice Hall Literature: Timeless Voices, Timeless Themes
iPhone vs HTC EVO